Analytical Thinking and Decision Making: A Case Study

Analytical thinking and decision making
Case Study

Running Head: Case study
The case study throughout the report will be referred to as ESL and L and A shall be used to
keep the confidentiality and will refer to the Learners and Academy respectively.
There were the concerns which have been raised by the students (L) of age group 12 due to
the insufficient attention given on how English proficiency levels will be included in the
standard instrumentation at the classroom level in Academy (A). In order to implement a
standard equitably, the attention is required to make sure that all students are adequately
prepared in the standard as per the proficiency standards. Further, cultural bias may impact
the creation of authentic learning tasks at the classroom level in ESL and thus the
considerable demands of higher order learning tasks for the language may put the students
into disadvantage who are learning English (Lachat, 2009).
The grading provided by the teachers are required to be considered in a process of decision
making in which the assessment methods used by the teachers can be analysed by the aspects
that they use for the process of grading. It is prominent to improve the ability of the teachers
to utilise different assessment methods while exploring the value judgement in the process of
decision making.
The theories of language teaching are shaped in different ways by how language teaching
nature is conceptualized. The Zahorik identified the link between the theories of teaching
skills and teaching and classified the teaching conceptions into three main divisions known as
the art and craft conception, theory philosophy conception, and science research conception.
It has been defined by the Newton that grading is considered as the process of standard which
are referenced at the judgement level while providing the recommendations to the grading
that can be fostered through the professional training. It has also been studied that in practice,
the teachers are more motivated to consider series of aspects like achievement, efforts, while
assigning the grades (Newton, 2007).
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Running Head: Case study
The Teacher approach to art and craft conceptions is considered as something which relies on
the individual personality and skill of a teacher. The Art and craft activity to teach the
students is to create a unique series of skills which the teacher use in different ways as per the
requirement of the specific situation. However, there are no general strategies of teaching,
rather teachers are required to create a strategy to teaching (ESL) which permits them to do
what they feel is best and to remain themselves. The decision making of the teacher is
required competency in this art and craft conception due to the way of a teacher to analyse
the situation, realize different options, which are available depending upon the situations in
the class and then opting for the alternative which fits best for that particular situation
(Malone, 2012). It has been noted by the Bookhart that the teachers who have skills of
assessment training and principles and theory of grading still faces the problems with the
concerns of creating the description between the recommended gradin practices as well as
teachers grading practices which measures the assessment setting within the classroom
(Shaoqian & Jian, 2013).
The value-based approach to teaching theory is to create a model of teaching from the values
the (ESL) hold about classroom or learners’ role of education in society. There are distinct
ways of going about learning and teaching that can be educationally justifiable to create the
teaching practice based on some of the circumstances. This results in certain strategies to
teaching which is being viewed as justifiable in terms of politics and others seen this as
politically, automatically, and morally not supportable. It has been argued by the Bishop that
at the same time, the teacher cannot act as coach as well as judge and provided the
recommendations that teacher should put emphasis on creating the mentoring link with their
students in order to put the role of advocates, mentors for their learners while performing the
classroom assessments (Guskey, 2014).
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Running Head: Case study
The value-based approach is not hard to determine because the advocate of literature in the
plan record, the teacher school based curriculum development prominently appeal to social
value systems and educational value systems in justifying their proposals. The value based
approaches in other examples includes the learner centred curriculum, team teaching, and
reflective teaching. The humanistic approach in language teaching is approved which focus
only creating the human values and in understanding the sensitivity of human to others
emotions, feelings and inviting the students in learning in the way the human is learning. The
team teaching depends on the perspective that teachers work best when they interact with the
colleagues, work in collaboration with peers and in all stages of teaching is beneficial to both
learners and teachers. The work of Moskavitz and Stevick determined the humanistic
approach as an example of community language learning. The reflective teaching is a strategy
to teach which depends on the teachers’ beliefs that helps in fostering their comprehension
the quality of their own in teaching and understanding the teaching process by critically
reflecting on their experiences of teaching. In the teacher education, the practices which aims
to create a reflective approach to teaching creates the skills which are required to be
considered for the teaching process objectively, analytically, and thoughtfully (EAL, 2014).
As a method of improving the practices in the classroom, this leads to which procedures are
required by the teachers in order to gather information on their own teaching practices and to
determine their own assumptions and values about teaching to reflect on their own decision
making, etc.
The theory based approaches comprise of many proposals and methods of teaching that can
be featured as rationalist or theory based in approach. This recommends that theory
underlying the method is determined through the utilisation of rational thought for reason.
The principle thinking a systematic thinking is applied to support the method and the
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